Lesson Plans (2) |

View Standards
**Standard(s): **
[SC2015] (2) 5 :

[MA2015] (3) 17 :

[MA2015] (0) 15 :

[MA2015] (0) 16 :

[MA2015] (1) 16 :

[MA2015] (1) 18 :

[MA2015] (2) 14 :

[MA2015] (2) 17 :

[MA2015] (2) 22 :

[MA2015] (2) 23 :

5 ) Plan and carry out an investigation, using one variable at a time (e.g.,
water, light, soil, air), to determine the growth needs of plants.

[MA2015] (3) 17 :

17 ) Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^{3} and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems (problems involving notions of "times as much").) (See Appendix A, Table 2.) [3-MD2]

[MA2015] (0) 15 :

15 ) Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference. [K-MD2]

Example: Directly compare the heights of two children, and describe one child as taller or shorter.

[MA2015] (0) 16 :

16 ) Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [K-MD3]

[MA2015] (1) 16 :

16 ) Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. *Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.* [1-MD2]

[MA2015] (1) 18 :

18 ) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1-MD4]

[MA2015] (2) 14 :

14 ) Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2-MD1]

[MA2015] (2) 17 :

17 ) Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. [2-MD4]

[MA2015] (2) 22 :

22 ) Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object. Show the measurements by making a line plot where the horizontal scale is marked off in whole-number units. [2-MD9]

[MA2015] (2) 23 :

23 ) Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2-MD10]

In this lesson, students will understand that in order to grow healthy plants, soil, water, light, and air must be provided. Students will use math skills such as measurement and science process skills such as observation, comparing, and recording data.

View Standards
**Standard(s): **
[SC2015] (2) 4 :

[SC2015] (2) 10 :

[MA2015] (2) 23 :

[MA2015] (2) 1 :

4 ) Provide evidence that some changes in matter caused by heating or cooling
can be reversed (e.g., heating or freezing of water) and some changes are irreversible (e.g., baking a cake, boiling an egg).

[SC2015] (2) 10 :

10 ) Collect and evaluate data to identify water found on Earth and determine
whether it is a solid or a liquid (e.g., glaciers as solid forms of water;
oceans, lakes, rivers, streams as liquid forms of water).

[MA2015] (2) 23 :

23 ) Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2-MD10]

[MA2015] (2) 1 :

1 ) Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [2-OA1]

This lesson allows students to use the properties and characteristics of solids, liquids, and gases to determine how different variables affect states of matter. Students predict what will happen and spend short amounts of time daily to observe and record data. Students will graph their data into charts to see patterns and solve math problems.

This lesson was created as a part of the 2016 NASA STEM Standards of Practice Project, a collaboration between the Alabama State Department of Education and NASA Marshall Space Flight Center.